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Summary writing is an important tactic for learning from text and the summaries provide information on students' comprehension and learning processes. We investigated the nature of the summaries produced by bilingual adolescents, and whether their summaries were related to their reading abilities in their first and second languages. In each language, we examined the performance of students identified as typically developing, poor decoders, or poor comprehenders. Participants were 246 grade 8 students enrolled in English immersion programs in China. Measures included English word reading and reading comprehension, Chinese word reading and reading comprehension, and nonverbal ability. Students' text-absent summaries of an English 254-word expository passage were analyzed for the number of themes, main ideas, important details, and unimportant details. Using latent profile analysis, participants were identified as typical readers (TR, n = 123), poor decoders (PD, n = 74), or poor comprehenders (PC, n = 49) in English, and TR (n = 129), PD (n = 74), or PC (n = 43) in Chinese, based on word reading and reading comprehension in both English and Chinese. MANCOVA results showed that after controlling for nonverbal ability, in the English-defined groups, the TR group outperformed PD and PC on themes, main ideas, and important details; in the Chinese-defined groups, the TR group outperformed PD and PC on themes, TR performed better than PC on main ideas and important details, and PD outperformed PC on main ideas. Discussion focuses on the difficulties faced by bilingual students with reading difficulties and on the potential of summary writing instruction to improve their comprehension and learning processes.

Summary writing is an important tactic for learning from text and the summaries provide information on students' comprehension and learning processes. We investigated the nature of the summaries produced by bilingual adolescents, and whether their summaries were related to their reading abilities in their first and second languages. In each language, we examined the performance of students identified as typically developing, poor decoders, or poor comprehenders. Participants were 246 grade 8 students enrolled in English immersion programs in China. Measures included English word reading and reading comprehension, Chinese word reading and reading comprehension, and nonverbal ability. Students' text-absent summaries of an English 254-word expository passage were analyzed for the number of themes, main ideas, important details, and unimportant details. Using latent profile analysis, participants were identified as typical readers (TR, n = 123), poor decoders (PD, n = 74), or poor comprehenders (PC, n = 49) in English, and TR (n = 129), PD (n = 74), or PC (n = 43) in Chinese, based on word reading and reading comprehension in both English and Chinese. MANCOVA results showed that after controlling for nonverbal ability, in the English-defined groups, the TR group outperformed PD and PC on themes, main ideas, and important details; in the Chinese-defined groups, the TR group outperformed PD and PC on themes, TR performed better than PC on main ideas and important details, and PD outperformed PC on main ideas. Discussion focuses on the difficulties faced by bilingual students with reading difficulties and on the potential of summary writing instruction to improve their comprehension and learning processes. [ABSTRACT FROM AUTHOR]

The article focuses on occupational therapy in the Integrated Elderly and Community Support Services for the elderly in Hong Kong, China. It incorporates occupational therapy with elderly services to provide an integrated community-based rehabilitative service. Along with this, occupational therapists are employed to enable older people to participate in activities of daily living (ADL). The development of community occupational therapy is discussed.

This study describes the development and implementation of a large-scale primary fall and fracture prevention programme in Hong Kong and its effect on increasing the awareness and knowledge of fall and fracture prevention among older people. The effect ot promotion of community participation is also investigated in the implemen-tation of this primary prevention programme. The programme includes educational seminars, a train-the-trainers programme and a staff training programme. The effect of the educational seminars is shown by the increase in the knowledge and aware-ness of fall and fracture prevention among these participants (p< 0.01), while that of the train-the-trainers programme and staff-training programme is confirmed by the continuous expansion and continuation of the fall and fracture prevention programme in the community. The experience from this primary prevention programme has given us direction for future implementation of a more comprehensive prevention programme in our community, INSET: KEY POINTS. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify barriers to the use of oral contraceptives by ethnic Chinese women presenting for abortion. Using a qualitative descriptive study design, 40 ethnic Chinese women presenting for abortion were recruited. Data were collected in semi-structured interviews by one interviewer who is fluent in English, Mandarin, and Cantonese. Transcribed interviews were systematically analyzed to identify salient themes. The attitudes toward oral contraceptives were mostly negative. The most common fears were about weight gain, permanent infertility, and being considered “bad” (promiscuous). These mostly negative attitudes toward oral contraceptives appear to be barriers to their use. [Copyright &y& Elsevier]